ABSTRACT

The lockdown of schools in Austria and many other countries due to COVID-19 posed challenges to the school system and especially for teachers of at-risk students. Within the INCL-LEA (INCLusive Home LEArning) study, 3,467 teachers (2,839 females) from all nine Federal States in Austria participated in an online survey after the first school lockdown in early 2020. The main aim of the study was to investigate teachers’ attitudes and their self-efficacy beliefs about at-risk students during the first home learning period. Results indicate that teachers’ attitudes towards students with a low socio-economic background are more negative compared to attitudes towards students with low skills in the language of instruction (LLS) and students with special educational needs. According to teachers’ self-efficacy beliefs, the lowest scores were found for teaching students with LLS.

摘要

由于COVID-19，奥地利和许多其他国家/地区的学校被封锁，这对学校系统，尤其是高危学生的教师构成了挑战。在INCL-LEA（全家学习计划）研究中，来自奥地利所有九个联邦州的3,467名教师（2,839名女性）在2020年初首次学校停课后参加了一次在线调查。该研究的主要目的是调查教师的学习状况。在家庭学习的第一个阶段对处于危险中的学生的态度和自我效能感信念。结果表明，与对教学语言能力低的学生和有特殊教育需求的学生的态度相比，教师对社会经济背景低的学生的态度更加负面。根据教师的自我效能感信念，